Description:
Since its beginning, technology education has consistently pursued quality outcomes in course offerings. Especially during the past 25 years, the process of establishing standards, or outcomes, has been a major area of focus at both the national and state levels (Dugger, 1988). After interviewing North Carolina State Department of Public Instruction state officials, it was found that North Carolina had not identified indicators of quality that could be used to assess whether technology education programs throughout the state are meeting statewide curriculum goals and objectives. The identification of such quality indicators and the development of a correlated check sheet was the purpose of this study.

Program quality has been a concern for practitioners within technology education. However, what constitutes the elements of quality has not been adequately investigated. For example, Henak (1992) declared that quality learning in a technology education program comes from the content, learning process, experiences, and growth opportunities offered to students.